Incremental learning, mature students, capstone project, self-direction, teacher-dependent
Organizations are moving away from rigid planning to a more incremental style of planning and
execution in projects. There is a growing acceptance of the effectiveness of incremental change, both
in industry projects and in student projects, as a development method and as a learning approach.
This, though, may not bring a universal benefit to all students. As enrolments in information systems
degrees decrease, an increase in the number of mature students has the potential to counter this
decrease in enrolments, but mature students need a different learning and teaching approach. This
paper examines the impact of the adoption of an incremental, or iterative, approach in a capstone
project for mature students. In the same way that there is not a single type of mature student, there
also is no common set of impacts on mature students through the use of an incremental approach to
learning and development.